In global ELT, the Philippines has established its position through English language proficiency as an economic resource, particularly in online English language instruction (Lorente, 2016; Tupas, 2016). Within this English-commodifying industry (Heller, 2010), a hierarchical structure persists – termed “Unequal English” (Tupas, 2015) – where Filipina/o English teachers navigate their perceived linguistic illegitimacy (Bucholtz & Hall, 2004; Creese, 2014) by emphasizing their hospitality (Jang, 2018; Panaligan & Curran, 2022). This study presents narrative analysis focusing on Ava, a Filipina online English teacher for Korean adult learners. Research questions are: 1) how does she define herself as an ideal English-speaking teacher, 2) what tensions she encounters, and 3) how she negotiates these, while (re)positioning her professional-self. The findings show, Ava reimagines online teaching as a transformative space where she negotiates her identity as a working mom, positioning herself as an agent of educational accessibility. Through her concept of “affordable nativeness,” she deconstructs traditional hierarchies in ELT from a potentially marginalized position into an empowered educator who makes English education accessible to underprivileged Korean students. The study highlights the shifting power dynamics in global, online English education, where traditional helper-helped binaries between Global North/South are reconstructed through the affordances of technology. This process contributes to understanding how Global South teachers can reposition themselves not as providers of “discounted nativeness” (Panaligan & Curran, 2022), but as enablers of educational equity through “affordable nativeness.” Her deliberate (re)positioning provides teacher agency and authority for current and future teachers navigating similar challenges.

In educational leadership research, the significance of Black principals, particularly Black women, cannot be overstated. This presentation seeks to delve into an underexplored area by examining the lived experiences of Black female school leaders in the immediate aftermath of the Brown v. Board of Education decision. Positioned at the intersection of racism and sexism, these leaders navigated their roles amidst the tumultuous backdrop of the Civil Rights, Black Consciousness, and Feminist movements. Despite the profound impact of their leadership, Black women school leaders remain undertheorized, especially during the period of desegregation. By understanding their lived experiences, this presentation aims to shed light on the implications for contemporary Black female educational leaders and contribute to future research endeavors. Drawing upon intersectionality (Crenshaw, 1991) and sensemaking (Weick, 1995) theories, this presentation will investigate how Black female school leaders negotiated their roles in desegregated school settings while grappling with the complexities of their intersecting identities. The research employs a hermeneutic phenomenological approach (Gadamer, 2004) to analyze the data, emphasizing the importance of interpreting the participants' narratives within their historical and social contexts. Through meticulous transcription, data analysis, and interpretation guided by the hermeneutic circle, this study seeks to uncover nuanced insights into the lived experiences of Black female school leaders. This presentation holds significance in its contribution to filling gaps in the literature regarding Black women's leadership experiences, particularly during the transformative period following the Brown decision. While acknowledging limitations such as sample size constraints and access to specific data, this research endeavors to provide a rich and comprehensive exploration of a critical aspect of educational leadership history. The organization of this study entails a comprehensive review of the existing literature, focusing on Black female school leaders' experiences in the South post-Brown. By examining patterns, commitments, and hindrances identified in previous research, this presentation aims to offer valuable insights into the unique challenges and triumphs of Black women leaders in education. INDEX WORDS: Brown v. Board of Education, Black Women, School Leaders, Intersectionality, Sensemaking, Phenomenology

We study the effects of North Carolina's Advanced Placement (AP) exam fee waivers on AP course enrollment, exam taking, and exam performance. Using course-level administrative data and exploiting within student variation, we identify the causal effects while overcoming several limitations of prior research. We find no evidence that fee waivers increased AP enrollment. However, fee waivers increased the likelihood of an AP course leading to an exam by 4 percentage points and had no significant negative impact on pass rate. The gains were large among historically underperforming (non-White and non-Asian) and economically disadvantaged students, reducing the racial and socioeconomic gap in AP exam participation by one-third. A back-of-the-envelope cost-benefit analyses show that the intervention was highly cost-effective, especially for the economically disadvantaged and historically underperforming groups.